<p>According to the Ecological-Dynamic model of Transition, numerous intrapersonal and interpersonal variables should be considered when thinking about the quality of transition in early childhood education. However, although this theoretical model emphasises many of the important factors, their relationships and possible predictive roles have not been explained in detail and statistically tested. Therefore, this study aimed to investigate the predictive role of children’s attachment, temperament and relationship with teachers concerning the quality of transition from home to kindergarten. The study was conducted in Croatia, Primorje-Gorski Kotar County, on a cluster sample of <i>N</i> = 795 children (381 girls) with a mean age of 2.65 (SD = 0.71) years and an age range of 1 to 5 years. After obtaining two ethical approvals under the Croatian research policy and informed consent from the kindergarten directors, 77 kindergarten teachers assessed the children on a set of scales: Attachment Scale, Student-Teacher Relationship Scale and EAS Scale on children’s temperament. Three separate hierarchical regression analyses for each of the quality transition variables showed a higher and significant predictive power of attachment and student-teacher relationship (closeness and conflict) than children’s temperament. The results obtained confirm the theoretical model and also provide a platform for guidelines to improve the quality of transition in kindergartens: In terms of attachment development as a significant predictor, support for parents’ attachment skills should be provided; and in terms of the relationship between children and teachers as a significant predictor, support for teachers’ professional development should be provided.</p>